A recent study in the USA documented the existence and growth of "excellence gaps" among students. These gaps are similar to the minimum competency achievement gaps that proliferate in policy discussions in many Western countries, but excellence gaps focus on the highest level of achievement rather than minimum competency. We extend this…

In 23 states, members of the high school class of 2008 were required to pass a state high school exit examination (HSEE) to earn regular high school diplomas. Proponents of these policies claim that they improve student academic achievement, although critics argue that they reduce the quality of instruction without raising academic achievement.…

During the fall 1986 administration of the College Level Academic Skills Test (CLAST), 980 Miami-Dade Community College (MDCC) students took the exam for the first time. Of this group, 71.6% passed, and 28.4% failed one or more CLAST subtests. A study was conducted of the group of students who were required to retake one or more subtests in order…

The effort to institute minimum competency testing (MCT) is nearly universal despite the need to debate its basic definitions, implications, and consequences beforehand. There are seven distinct reasons for the MCT movement: (1) legislative zeal; (2) unfavorable allegations by local and national press; (3) economic accountability; (4) the…

The present study is one example of how statewide minimum competency testing programs can be used to examine minority student achievement trends. The results of 3 years of Texas Assessment of Basic Skills (TABS) test administration (1980-82) were examined for Black, Hispanic, and White students. The results were expected to be consistent with…

To portray the status of minimum competency testing programs nationwide; as of June 30, 1979, on-site visits were conducted with directors of all 31 state programs and 20 local district programs. Most programs were developed since 1976; 14 state and 13 local programs are fully implemented. The state board of education mandated 16 state programs;…

Mathematics achievement test scores of high school students in the Austin Independent School District who graduated before implementation of minimum competency testing were compared to the scores of students who were more recently enrolled in mathematics tutorial classes in order to meet minimum competency requirements. The percentages of…

In response to eight questions concerning educational achievement, the National Academy of Education's Committee on Testing and Basic Skills cited four changes in school practices which have caused declines in writing skills and Scholastic Aptitude Test scores. Those changes are a proliferation in courses with less rigorous intellectual standards;…

In 1976 Richard Gross surveyed state social studies specialists and local supervisors to determine the status of the social studies. To determine whether the generalizations from his study are still applicable today, a questionnaire was sent to Council of State Social Studies Specialists. Results of the two studies are compared. (RM)

Little is known about the costs of setting up and implementing legislated minimal competency testing (MCT). To estimate the financial obstacles which lie between the idea and its implementation, MCT requirements are viewed from two perspectives. The first, government regulation, views legislated minimal competency requirements as an attempt by the…

Extensive public concern about the deficiency in basic skills confirmed by a decline in standardized test scores and widespread implementation of a variety of state and local improvement programs indicates an urgent need for national attention to this timely issue. However, a federal testing program or federally-imposed performance standards are…

The substance and impact of state-level reforms related to student standards are presented by: (1) providing information on the currrent state of educational reforms aimed at raising student standards; (2) summarizing research designed to identify linkages between higher standards and student outcomes; (3) exploring the strength of relationships…